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The Structure of the English Curriculum at St. Thomas The English department offers courses in three general categories. The categories are intended to form a sequence, from the general introductory course, to introductions to the discipline of English at the intermediate level, to opportunities for more intensive study at the advanced level. Within each level, and in some cases between different types of courses at each level, the department specifies general goals and aspirations for the course, leaving the professional choices of particular texts and methods of instruction to the individual instructor. English 1006 Introduction to Literature is the usual first course in English at St. Thomas. It is normally prerequisite to English 2006, and to majoring or honouring in English. It is a course designed to introduce students to a substantial and representative sampling of the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. It is intended as an introduction to, and opportunity to participate in, the discourse and habits of mind appropriate to the academic and intellectual world. As such, it introduces students to the central genres and forms of academic writing. It is designed to encourage students to become, and remain, active and engaged readers of literature, and users of writing and written text in their lives. 6 credit hours. Goals of English 1006 English 2006 Introduction to the Study of Literature constitutes an introduction to the discipline or practice of “English.” By this is meant an introduction to the central ideas, questions, assumptions, and methods of the profession of English as practised by teachers, scholars, and critics of English. As such, English 2006 is normally pre-or co-requisite to courses at the advanced level, and to majoring or honouring in English. 6 credit hours. The alternative intermediate level courses (numbered in the 2000 range) offered by the department are intended to be appropriate to students in other disciplines who would like to explore English as a second field, or who would like the experience of English courses without the presumptions of deeper interest and more extensive background which normally accompany advanced courses. These courses are also open to students majoring or honouring in English, who have a particular interest in the subjects, approaches, or ideas of any of these courses. The number of credit hours at this level that can be counted toward a major or honours degree is limited. The advanced level courses (numbered in the 3000 range) are primarily intended for students majoring or honouring in English, although other students are welcome. They presume a pre-existing interest in, and commitment to, English as a discipline, and assume that students have taken English 1006 and 2006 or their equivalents. The “Honours Seminar” courses (numbered in the 4000 range) are intended for students with both a serious interest in English and a strong academic background. They are limited in enrolment and are organized to foreground active research, writing, and formal oral presentations. They are particularly appropriate for students with interest in teaching; professions entailing research, writing, or speaking; or graduate study in English or related fields. Honours seminars are held in areas covered in other courses, on a rotational basis; normally, two seminars are offered at any given time. Across the Programme Across the range of courses in English, the department agrees on these cumulative aims and structures its programmes to achieve them by requiring students who want to attain certification as holders of a degree with a minor or major in English, or with Honours standing in English, to fulfil certain requirements. The Major and Honours programmes are designed to ensure that students experience as wide a range of contents and methods as possible. Therefore, students are required to take a minimum number of courses which are drawn from a range of subject matters and theoretical and practical approaches. Each course is identified as fulfilling one or more of these requirements. In each case, the student who enrols can expect that there will be an opportunity to address and reflect on the content, concept, or approach indicated as focal for that course. Any course may also address any of the other issues. Through taking
such a range of courses, students will be exposed to a similarly wide
range of methodological approaches and experience courses that operate
through lecture, discussion, or collaborative learning, and that are
performance intensive or research and writing intensive. Categories of courses In each of these categories, students can expect that courses listed will give opportunity to pay significant attention to the content, concept, or approach identified. The department publishes a handbook and worksheets for students identifying which of the requirements will be fulfilled by each course. The categories are as follows: Genres –
In these courses, students should expect an opportunity to attend to
a particular genre and perhaps to reflect on the idea of genre or kind
in literature and literary study.
Authors & Authorship – These courses will provide opportunity to study a particular author or group of authors, and perhaps to reflect on authorship in literature and literary study.
National or Regional Literature – These courses will provide opportunity to study a particular literature, and perhaps to reflect on the idea of a national or regional literature.
Cultural Studies – These courses may use the methods of literary analysis to investigate social, intellectual, and popular/mass movements. Cultural Studies often focus on non-canonical and non-literary forms such as music, visual art, film, and popular media, and may interrogate the signifying systems that underlie material production and practice.
Creative and Performative – These courses will focus on the practice or the study of performance or creation.
Literary Theory and Method – These courses will give students opportunity to consider the theoretical underpinnings of literature, literary study, criticism, or the methods of conducting such study and criticism.
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